Table Of ContentMathematics Education – An Asian Perspective
Berinderjeet Kaur
Oh Nam Kwon
Yew Hoong Leong Editors
Professional
Development
of Mathematics
Teachers
An Asian Perspective
–
Mathematics Education An Asian
Perspective
Series editors
Berinderjeet Kaur, National Institute of Education, Singapore, Singapore
Catherine Vistro-Yu, Ateneo de Manila University, Manila, Philippines
Aims and Scope
MathematicsEducation–AnAsianPerspectivefacilitateshighqualitypublications
on rigorous aspects of mathematics education in Asia. This will be achieved by
producing thematic books that capture knowledge and practices on mathematics
educationinAsia fromboth theinsider and outsider perspectives.The series helps
toestablishamuchneededAsianperspectivetomathematicseducationresearchin
the international landscape.
Over the last decade or so, several international comparative studies have shed
light on systems of schooling that were otherwise not very much sought after.
Several educational systems in Asia, in particular East Asia have consistently
produced stellar outcomes for mathematics in both TIMSS and PISA despite the
factthatbothstudiesmeasureachievementinmathematicsindistinctwaysthatare
verymuchorthogonaltoeachother,whileotherAsiansystemshavenotbeenable
toreplicatethesamelevelofsuccess.Thoughonemayoccasionallychanceupona
publicationonsomeaspectofmathematicseducationinAsia,thereappearstobein
general a dearth ofpublications on mathematics educationinAsian countries from
theperspectivesofscholarsfromAsia.Henceitisapparentthatthereisagapinthe
availability of knowledge on mathematics education from the region in the
international space.
This series has a wide scope with emphasis on relevancy and timeliness. It
encompassesthegeneraltrendsineducationalresearchsuchastheory,practiceand
policy.Booksintheseriesarethematicandfocusbothonmacroandmicrotopics.
An example of a themed book on a macro topic could be one on “School
mathematic curricula – An Asian perspective” while a themed book on a micro
topic could be one on “The pedagogy of ‘simultaneous equations’ in Asian
classrooms”.
More information about this series at http://www.springer.com/series/11679
Berinderjeet Kaur Oh Nam Kwon
(cid:129)
Yew Hoong Leong
Editors
Professional Development
of Mathematics Teachers
An Asian Perspective
123
Editors
Berinderjeet Kaur YewHoong Leong
National Institute ofEducation National Institute ofEducation
NanyangTechnological University NanyangTechnological University
Singapore Singapore
Singapore Singapore
OhNam Kwon
SeoulNational University
Seoul
Korea,Republic of (SouthKorea)
ISSN 2366-0155 ISSN 2366-0163 (electronic)
Mathematics Education– An AsianPerspective
ISBN978-981-10-2596-9 ISBN978-981-10-2598-3 (eBook)
DOI 10.1007/978-981-10-2598-3
LibraryofCongressControlNumber:2016951660
©SpringerScience+BusinessMediaSingapore2017
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Contents
1 Mathematics Teacher Professional Development:
An Asian Perspective ... ..... .... .... .... .... .... ..... .... 1
Yew Hoong Leong, Berinderjeet Kaur and Oh Nam Kwon
Part I Policies, Structures, Frameworks and Contexts
2 Professional Development of Secondary Mathematics
Teachers in Mainland China .. .... .... .... .... .... ..... .... 17
Rongjin Huang, Lijun Ye and Kyle Prince
3 The Endless Long-Term Program of Mathematics
Teacher Professional Development in Indonesia... .... ..... .... 33
Yaya S. Kusumah and Farida Nurhasanah
4 Lesson Study: The Fundamental Driver for Mathematics
Teacher Development in Japan .... .... .... .... .... ..... .... 47
Akihiko Takahashi
5 Towards Balancing Knowledge and Practice of In-Service
Mathematics Teacher Education Program in Korea.... ..... .... 63
Oh Nam Kwon, Jung Sook Park, Jaehee Park and Jee Hyun Park
6 Profiling Mathematics Teacher Professional Development
in Malaysia ... .... .... ..... .... .... .... .... .... ..... .... 77
Chin Mon Chiew and Chap Sam Lim
7 CongruenceBetweenContextandOpportunitiesforProfessional
Development of Mathematics Teachers in the Philippines .... .... 89
Debbie Verzosa, Maria Theresa Tulao-Fernando
and Catherine Vistro-Yu
8 Professional Development of Mathematics Teachers in Singapore .... 97
Berinderjeet Kaur and Lai Fong Wong
v
vi Contents
9 Mathematics Teachers Professional Development in Taiwan.. .... 109
Fou-Lai Lin and Yu-Ping Chang
Part II Innovative Professional Development Programs in Asia
10 Constraints and Affordances in Bringing About Shifts in Practice
Towards Developing Reasoning in Mathematics: A Case Study ..... 121
Ruchi S. Kumar and K. Subramaniam
11 A Community-Based, Practice-Oriented Teacher Professional
Development Program: Changes in Teaching Culture in Korea ..... 141
Oh Nam Kwon, Jee Hyun Park, Jung Sook Park and Jaehee Park
12 Classroom as a Site for Teacher Learning: Emergence of
a Paradigm Shift in Mathematics Teacher Education in Pakistan.... 159
Anjum Halai
13 Teaching for Metacognition Project: Construction of Knowledge
byMathematicsTeachersWorkingandLearningCollaboratively
in Multitier Communities of Practice.... .... .... .... ..... .... 169
Berinderjeet Kaur, Divya Bhardwaj and Lai Fong Wong
14 Boundary Objects Within a Replacement Unit Strategy
for Mathematics Teacher Development.. .... .... .... ..... .... 189
Yew Hoong Leong, Eng Guan Tay, Tin Lam Toh,
Romina Ann Soon Yap, Pee Choon Toh, Khiok Seng Quek
and Jaguthsing Dindyal
15 Facilitating Professional Growth of Taiwanese In-service
Mathematics Teachers Through an Innovative
School-Based Program .. ..... .... .... .... .... .... ..... .... 209
Fou-Lai Lin, Hui-Yu Hsu and Jian-Cheng Chen
16 School-Based In-service Mathematics Teachers’ Professional
Development: Designing Diagnostic Conjecturing Activities... .... 223
Jian-Cheng Chen and Fou-Lai Lin
Editors and Contributors
About the Editors
BerinderjeetKaur isProfessorofMathematicsEducationattheNationalInstitute
of Education in Singapore. Her primary research interests are in the area of
classroom pedagogy of mathematics teachers and comparative studies in mathe-
matics education. She has been involved in numerous international studies of
mathematicseducationandwastheMathematicsConsultanttoTIMSS2011.Sheis
also a member of the MEG (Mathematics Expert Group) for PISA 2015. As the
President of the Association of Mathematics Educators (AME) from 2004–2010,
shehasalsobeenactivelyinvolvedintheprofessionaldevelopmentofmathematics
teachers in Singapore and is the founding chairperson of Mathematics Teachers’
Conferences that started in 2005 and the founding editor of the AME Yearbook
series that started in 2009. She was awarded the Public Administration Medal by
the President of Singapore in 2006.
Oh Nam Kwon is Professor of Mathematics Education at Seoul National
University. She has worked as a researcher, primary and secondary teacher edu-
cator, supervisor of graduate research and as an adviser to governments. She has
writtenpracticallyorientedbooksandarticlesformathematicseducatorsaswellas
producing a large set of research articles. Professor Kwon’s research interests
include curriculum development, teaching and learning of collegiate mathematics,
teacher education, and inquiry-oriented teaching. She is Editorial Board for book
series “Advances in Mathematics Education” by Springer. She has served as
committeemember fornumerousinternational(includingInternationalProgramme
Committee of ICME-12) and Korean organizations of mathematics education. She
is serving as a member of National Committee of Korean Institute of Curriculum
and Evaluation. She was a member of 2015 OECD/PISA Mathematics Expert
Group.ShereceivedtheBestTeachingAwards,SeoulNationalUniversityin2009.
She has served the Jury for Mathematics Planet Earth 2013 Virtual Modules
Competition the patronage of UNESCO and the committee member for Leelavati
Prize 2014 of International Mathematics Union. She received the Outstanding
vii
viii EditorsandContributors
Services Achievement Awards, Korean Society of Mathematical Education in
2014. Currently, she is the Chair of the 2015 Revised National High School
Mathematics Curriculum in Korea.
Yew Hoong Leong is Assistant Professor with the Mathematics and Mathematics
Education Academic Group, National Institute of Education, Nanyang
Technological University in Singapore. He engages in design research that places
emphasis on mathematics teacher development, problem solving, and teaching for
low achievers.
Contributors
Divya Bhardwaj is research associate at the Mathematics and Mathematics
EducationAcademicGroupoftheNationalInstituteofEducation(NIE),Singapore.
Since 2011, she has been involved with various research projects at the Centre for
Research in Pedagogy and Practice and the Mathematics and Mathematics
Education Academic group in NIE. Prior to that, she was a secondary school
mathematics teacher at NPS International School, Singapore. She completed her
MasterofScience(MathematicsforEducators)inNIEin2009andtheCambridge
InternationalDiplomaforTeachers&Trainersin2010.Currently,sheispursuinga
Doctor of Philosophy in Mathematics.
Yu-Ping Chang is a Postdoctoral researcher at the Department of Mathematics
of the National Taiwan Normal University. Her research interests involve mathe-
matics textbook analysis, mathematics teacher education, and professional
development.
Jian-ChengChen isAssistantProfessorinCenterforGeneralEducationofMing
Chi University of Technology. His research interests include students’ mathemat-
ical thinking, mathematics teachers’ professional development and mathematics
teacher educators’ professional development.
ChinMonChiew isSeniorLecturerintheMathematicsDepartmentofInstituteof
Teacher Education Tuanku Bainun Campus, Penang, Malaysia. He obtained his
Ph.D.inMathematicsEducationfromtheUniversitiSains Malaysia, Malaysia.He
teachesmathematicsandmathematicseducationcoursestopre-servicemathematics
teachers for primary schools. His research interests concern lesson study and pro-
fessional learning communities,mainly inthearea ofteacherdevelopment.Hehas
been actively involved as a master trainer to promote lesson study for teachers’
professional development both at state and national level. At international
involvement, he has presented several research papers in the EARCOME and
ICME conferences.
Jaguthsing Dindyal is Associate Professor at the National Institute of Education,
Nanyang Technological University in Singapore. He holds Ph.D. in Mathematics
EducationfromIllinoisStateUniversity,USA.Hehaspriorexperienceofteaching
EditorsandContributors ix
atthesecondarylevelandcurrentlyteachesmathematicseducationcoursestoboth
pre-service and in-service teachers. His research interests include reasoning and
proofs,problemsolving,geometricandalgebraicthinking,internationalstudiesand
the mathematics curriculum. His contributions in these areas include a number of
refereed conference papers, book chapters and journal articles.
Anjum Halai is Professor of Mathematics Education currently based at the Aga
Khan University in Pakistan. She has a wide experience of working in the field
especiallyinthecontextofdevelopingcountriessuchasPakistan,Kenya,Tanzania
andUganda.Sheisanactiveparticipantandcontributorininternationaleventssuch
astheInternationalCongressinMathematicsEducationandthePMEconferences.
Her research interests are focussed on issues of social justice in multilingual
mathematicsclassrooms.Herrecentpublicationsincludetheeditedbook‘Teaching
and Learning Mathematics in Multilingual Classrooms: Issues for policy, practice
and teacher education’.
Hui-Yu Hsu is Assistant Professor in Graduate Institution of Mathematics and
Science Education at National Hsinchu University of Education. Her research
interestsincludeteachingandlearningofgeometry,mathematicstextbookanalysis,
and mathematics teacher education.
Rongjin Huang is Associate Professor of Mathematics Education at Middle
Tennessee State University, USA. His research interests include mathematic class-
room instruction, mathematics teacher education, and comparative study in mathe-
maticseducation.Dr.Huanghaspublishedscholarlyworkextensively.Hisrecently
published books include How Chinese teach mathematics and improve teaching
(2013) and Prospective mathematics teachers ’ knowledge of algebra: A compar-
ativestudyinChinaandtheUnitedStatesofAmerica(2014).Dr.Huanghasserved
as a guest editor for The International Journal on Mathematics Education. He has
organizedandchaired secessions atAERA, NCTM, aswellas ICME.
Ruchi S. Kumar is Assistant professor at Centre for Education Innovation and
ActionResearch(CEIAR)atTataInstituteofSocialSciences,Mumbai,India.She
is pursuing her Ph.D. in Mathematics Education from Homi Bhabha Centre for
Science education, Tata Institute of Fundamental Research. Her research interests
include analyzing interaction between teachers’ beliefs, knowledge and practices,
role of specialized content knowledge and pedagogical content knowledge in
teaching of mathematics and role of communities in teachers’ learning.
Yaya S. Kusumah is Professor of Mathematics Education at the Indonesia
University of Education. He has Ph.D. in Mathematics from Curtin University
Australia. He is currently the Director of Post Graduate Schools at the University.
He has workedextensively in thearea of mathematics and mathematics education.
He has been involved in Lesson Study programs in Indonesia since 2005. In 2005
he became a member of university accreditation board in Indonesia as a reviewer.
His research interests include the areas of discrete mathematics, professional
development of teachers and technology for teaching mathematics.
